Analysis of Sequential Lesson Plans - Dissertation Example

Analysis of Sequential Lesson Plans In recent times, much emphasis has been laid on the ideal way to design curriculums and lesson plans so that every student can receive the maximum benefit from pedagogical instruction. In the United States, the government's implementation of the No Child Left Behind program has given rise to many changes in the structure of classroom instruction, as also to curriculum design. This paper examines a sequence of four lesson plans used with the same class in accordance with the system of curricular differentiation with reference to their theoretical suppositions, and evaluates how effective they may be in terms of practical utility. Essentially, a differentiated classroom is one in which the teacher focuses on optimizing the efficiency of each student's strengths, thereby prioritizing different learning skills with each student, depending on his or her individual requirements. Bosch (2001) has observed that "in a differentiated classroom, teachers differentiate content, process and product according to a student's readiness, interest and learning profile." Learning profiles are therefore constructed for each student on the basis of his or her individual needs, and the student's readiness to learn and interest in the learning process are also factored in to the development of the curriculum, thus ensuring that the learning process is made holistic. The following are some examples of the ways in which differentiation may be implemented within the classroom: 1. Tiered Assignments may be used by teachers to ensure that different students take different kinds of learning away from a lesson on a particular topic. Tiered assignments are "assignments designed for varying ability levels. More complex assignments better meet the needs of high-ability learners" (Bosch 2001). For example, if students are learning about the salient features of a country's geography, children who are more inclined towards creative thinking or handwork may be asked to create charts or models. Those with an analytical bent of mind may be asked to construct tables or gather statistics about the topic. 2. Independent Study is also an important module in classroom differentiation. Since every student's learning objectives cannot be fulfilled within the classroom due to constraints of time and space, the teacher can present guidelines to students encouraging independent study, by setting take-home projects or library assignments in such a manner that the student can work individually. In this manner, classroom space is optimized so that the teacher can regulate and direct work done outside the classroom. 3. Compacting is a process which allows students "to demonstrate proficiency in curriculum outcomes, units or courses and progress to more appropriate/challenging instruction." (Bosch 2001). It is a system of evaluation which takes into account students' various skills and learning abilities, which "reduces redundancy and allows for advanced programming" (Bosch 2001). The analogy of computer programming is used in the understanding of classroom strategy and curriculum development to demonstrate that differentiation procedures have a well-defined goal and flowchart to direct the process of imparting learning. The process of differentiation may be differentiated from the federal government's initiation of the No Child Left Behind program, which is designed to ensure that the learning needs of every student are met during the process of pedagogical instruction. In his Foreword to the federal document profiling the designs and outcomes of the program, President Bush has said: The quality of our public schools directly affects us all - as parents, as students, and as citizens. Yet too many children in America are segregated by low expectations, illiteracy, and self-doubt. In a constantly changing world that is demanding increasingly complex skills from its workforce, children are literally being left behind. (Bush 2001) Thus President Bush links the process of classroom instruction directly to the overall growth and development of the country. According to him, too many organizations in the country reflect segregation when children are forced into non-standardized curriculums that do not allow for attention to their particular learning levels. One of the most seminal contributors to the filed of curriculum and classroom differentiation had been Carol Ann Tomlinson. She writes: "squeezing students into a one-size-fits-all curriculum has left many behind. By differentiating your instruction, you can meet the needs of every child" (Tomlinson 2002). She implies, therefore, that the curriculums that do not differentiate among learning levels create a constricting mould that propagates a "one-size-fits-all" design for the curriculum, which causes many students to be left behind in the process of education. In the sensitively-written article "Differentiating with Pears," Cooper (2002) presents a practical example of how a lesson can be carried out in such a manner that students of varying learning levels can respond to the learning process in a manner that is beneficial to the entire class. Cooper presents an invigorating account of a practical lesson he had with a class, and interprets the practical aspects of differentiation in terms of Tomlinson's principles. He describes how although there were learners of different levels in his class, all of them were unfamiliar with pears, and he was able to give them different assignments on the same topic, leading to varying kinds of understanding about the plant kingdom: We began by observing pears closely. We cut them open, sketched them, and labeled diagrams. Some children wrote research-based booklets. Others read aloud nonfiction books and encyclopedia entries about fruit. Still others examined fruit as a part of a plant's life cycle. Finally, we took a trip to the local grocery and found several varieties of pears to bring back to class for a tasting party. (Cooper 2002) Cooper expresses immense satisfaction with the lesson, stating that "The kids loved it and were engaged based on their individual learning styles, their interests, and their levels." In this manner, he demonstrates that hypothetical procedures may be converted into empirical studies with consummate ease by educators who have the learners' best interests at heart. He also illustrates the importance of writing and speaking about the actual lessons that are conducted in classrooms, so that parents and those holding non-teaching posts may also attempt to understand how the differentiation process works in practical terms. As he points out, "concrete examples from real classrooms" must be presented by academic instructors and leaders to prove the importance of such custom-made programs. Despite the example provided by educators like Cooper, doubts persist about the process of curricular differentiation. Most of these doubts reflect the need for some process of standardization whereby the efficiency of the program may be measured. Clare (2004) echoes Wormeli's thoughts by stating that "Many teachers agree that differentiation is 'a good thing', but haven't a clue as to what it involves or how they might implement it in the classroom." Clearly, some sort of measure of achievement is needed. As Clare observes, The process of teacher application is not helped by the fact that there are many different definitions of differentiation out there, most of which seem to me either to miss the mark, or to latch onto a valid, but individual aspect, thus confusing the issue. (Clare 2004) Clare illustrates the point by providing an example of a definition of the process by an anonymous school, which lists its strategies as follows: a. Differentiation by outcome - 'The same task will be accomplished at differing levels of expertise'. b. Imaginative work. c. Self-supported study, and d. Lunch-time sessions, History Club and entering external competitions. (Clare 2004) Clare states that this list of strategies does not exactly constitute the process of differentiation. He also collects various other definitions of differentiation, which all seem disparate: "By differentiation the authors mean making changes, from small changes to larger ones, which enable children to learn from the school curriculum"; "The best way to meet pupil's different learning needs is to deliver the curriculum in a number of different ways"; "The key to the differentiated curriculum is the flexible use by teachers of a wide range of activities and lesson organisations." "None of these," Clare wishes to argue, "are differentiation." Progression in learning is thus the product of the principle in cognitive thought known as constructivism. This theory asserts that learners acquire new knowledge by building upon the knowledge that he has previously acquired. Moreover, the theory of constructivism contends that an individual develops new skills and abilities by relating it to what he already knows and understands. This theory puts value on the inter-relation of the various stages of the learning process. Evidently, such theory implies that lessons should be related. In order to move forward in one's study of a particular subject matter, the lessons must be planned, structured, and organized in such a way that succeeding lessons must use previous knowledge as its foundation. This implies progression and sequence in planning lessons. Progression is defined as, "The planned development of knowledge, skills, understanding, or attitudes over time." (Capel et al, 2002). The value of the proper sequencing of lessons cannot be stressed enough. Proper sequencing not only eases learning for students, it facilitates a better understanding of the subject matter as well. This was stressed by Capel et al (2002), where they stated that proper planning must be made to ensure that lessons and activities must promote progression in learning. In this paper, a sequence of four lessons will be analyzed to determine how the lessons are related to each other. This discussion will attempt to explain the link between the lessons as well as their relation to the national curriculum. The lessons to be analyzed were taken from a class taking up Unit 1 of the GCSE in Health and Social Care. This unit tackles the subject of Health, Social Care, and Early Years Provision. The lessons were developed for a Year 10 class taking up the said subject matter. Also, this paper will explain how learning in the said sequence of lessons was assessed and how such assessment emphasized progression in learning. Overview of the Lessons Unit 1 of the GCSE in Health and Social Care tackles the subject of health, social care, and early years services. There are five main modules in the unit that discuss various aspects of health and social care and the professions in each field. The lessons analyzed in this paper fall under the module that tackles access to health and social care services. Specifically, the lessons all contribute to the resolution of the key issue stated as: How can people gain access to care services and what can prevent people from being able to use the services that they need The table below shows a summary of the lessons including the learning outcomes for each. (Lesson Plans are found in the Appendices) Ways to Obtain Care Services and Barriers to Access Lesson 1 Lesson 2 Lesson 3 Lesson 4 Topic Different Referral Methods Barriers to referral Overcoming barriers between client and care worker Poor integration of services, rationing and the "postcode lottery" Learning Outcome Know about the different methods of referral that exist Be able to identify barriers that might prevent people from making use of the services that they need Be able to identify ways in which services and the individuals they serve might overcome these barriers. Understand that poor integration of services, rationing and the "postcode lottery" may affect availability of services in your local area. How They are Linked Module 3 of Unit 1 is aimed at the access to the various services that were to be discussed in the previous module. Since the students have already been given the background on the various types of care services available, the next step would be to inform them as to how people may avail of these services as well as the issues and difficulties that they may encounter in trying to make use of such care services. This is the main topic of discussion in Module 3 and such is the coverage of the sequence of lessons under evaluation. All four lessons in question are related most especially since they all deal with access to care services. The topics and activities involved in each lesson increase in complexity as the lessons move along. Moreover, as the student moves from one lesson to the next, he is required to think and analyze more. From simple concepts and definitions that are explained and tackled in Lessons One and Two, the student is required to exert more effort as he moves to Lessons 3 and 4. Lesson 1 deals with the method of referral which is the primary means by which an individual can access care services. It includes a discussion of the various types of referral. A PowerPoint presentation is used as a visual aid to complement the lecture and facilitate discussion. The primary student activity involved in this lesson is the recording of information as they are shown in the presentation and discussed in the lecture. The concepts discussed in this lesson are quite simple. Lastly, much of the information discussed in lesson 1 come from the teacher and students need only to take down the information they are provided with. It is quite obvious that the skills and concepts involved in this lesson are simple. As the next lessons are discussed, the progression of learning will be made more evident. Lesson 2 focuses on the various types of barriers to referral that exist. These barriers make it more difficult for certain people to access the care services that they need. From a lesson wherein information was readily provided for by the teacher, students in this lesson begin with a task wherein they themselves try to identify what possible barriers may exist. Working as pairs, students discuss with their partners possible situations wherein people maybe hindered from availing of care services. From what the pairs have discussed, the types of barriers are then identified and presented through a diagram. Quite evidently, the levels of skill and thinking required from students have increased as they move from lesson 1 to 2. In this lesson, they do just record information, they come up with the concepts themselves. Also, this lesson requires more analysis since students are required to study certain scenarios to determine what the barrier in the scenario is. (Activity) The progression is evident in both the skills required and the concepts involved. The concepts in this lesson build on those taken up in lesson 1. It is in these ways that progression is demonstrated. As the students move on to lesson 3, they are now faced with concepts that are becoming more abstract. In lesson 1, they were given concrete definitions of the methods of referral. They then moved to lesson 2 where they were presented with the types of barriers that although not as concrete as the previous lessons' definitions, were still well described and concrete. However, in lesson 3, there are no concrete definitions. They are not given characteristics to help them identify concepts. Instead, lesson 3 discusses a topic that has no boundaries. Various concepts and scenarios may be included since this lesson discusses the ways to overcome the barriers to referrals and the difficulties that hinder people from acquiring care services. Since there is there are numerous ways to overcome the barriers, the students must think and analyze situations more. Also, since different situations may present different barriers, students must be able to identify the appropriate way to overcome the barrier presented in the specific scenario. Thus, this involves analysis, evaluation, and critical thinking. These skills are applied as the students take part in the activities involved in this lesson. Each of the activities focuses on solutions for particular barriers. Some of the activities require students to work within a group which is a progression from the previous lesson wherein they only worked in pairs. Also, in activity 3b, the students are required to contact local health authorities. This is a vocational link which allows them to interact with professionals in the field of health and social care. This, again, is a progression since such activity was not undertaken in the previous lessons. It is quite obvious that lesson three is far more complex than the previous lessons. Also, it is quite evident that learning has moved with increasing value given to more complex thought processes such as evaluation, analysis, and critical thinking. Not only does lesson 3 require more from students, the topic under discussion in this lesson builds on the previously discussed topics. Lesson 4 focuses on a particular scenario and how such scenario demonstrates the weaknesses of care services. The discussion of the "postcode lottery" and the corresponding involves the application of concepts to real life. In a way, lesson 4 serves as the culmination of the sequence of lessons under analysis since students are now faced with a situation wherein they try to apply the concepts and principles they have learned previously to a real life situation. Also, through the discussion, the students get to come up with their own ideas of how to improve the access of care services. In this lesson, the students apply what they have learned in the three previous lessons. Progression in learning is the movement from concrete to abstract concepts. This was demonstrated in the discussion of the sequence of 4 lessons. From the discussion of simple and concrete concepts in lessons 1 and 2, students were presented with more abstract concepts in lessons 3 and 4. Moreover, lessons 1 and 2 served as the foundations of the students' understanding of accessing care services. From that point, they moved towards the application of such concepts to different situations and the resolution of the issues presented. This shows a clear progression in learning both in the concepts discussed and in the skills and thought processes involved. Relation to the National Curriculum The sequence of lessons discussed not only demonstrate progression in learning, they highlight certain relations to the national curriculum as well. There are several ways by which such relation is demonstrated. For one, the National Curriculum requires that students should be given opportunities to apply and develop their ICT capacity through the use of ICT tools to support their learning. In lesson 1, students were given the chance to make use of their ICT skills in order to record the information presented in the lecture. Also, ICT tools were to be used extensively to aid students in coming up with the information they needed. This is present in lesson 3 where they had to come up with ways to overcome certain barriers. Also, the national curriculum emphasizes the need to develop two other key skills namely communication and application of number. Communication is used extensively in all four lessons since the students had to participate in class discussions, communicate with their peers, and get in touch with health care service providers as well. The application of number comes in to play specifically in lesson four where the activity involved required the computation of the number of babies the midwife would deliver in a year in the worst case scenario. Lastly, citizenship as well as spiritual, moral, ethical, social, cultural, environmental, health and safety and European issues are also tackled in the lessons since the barriers involved refer to issues within the said realms. As such, the lessons under analysis ascribe to the requirements stated in the national curriculum. Assessment Assessment in the GCSE course on Health and Social Care has the following objectives: AO1: Recall and apply the knowledge, skills and understanding specified in the subject content in a range of vocationally-related situations; AO2: Plan and carry out investigations and tasks in which they analyse vocationally-related issues and problems; and gather, record and identify relevant information and evidence; AO3: Evaluate evidence, make reasoned judgements, and present conclusions accurately and appropriately. In assessing the various activities that students take part in, these objectives must serve as the backbone upon which the instructor's judgement. These objectives are carried out in the different activities in the four lessons with each lesson ascribing to at least one of the aforementioned objectives. As such, my assessment of student learning in the particular lessons in question is based on the assessment objectives stated. Primarily, my assessment maybe characterized as formative assessment. This means that my evaluation of the students' performance is centred on observing their progress as the course progresses. Ornstein (1990) describes formative assessment as evaluation that "focuses on small comparatively independent units of instruction and a narrow range of objectives." The subject being taught fits in perfectly as each module may be considered an independent unit of instruction wherein formative evaluation may take place. Also, the functions and goals of formative assessment are the same as those being promoted in the program Assessment for Learning which pushes for assessment to be a tool to improve and increase student learning. "Assessment for Learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there" (Assessment Reform Group, 2002). Lastly, formative assessment aims to respond to noticeable weaknesses in the progression of student learning. This helps students learn better and move forward in their educational journey. (Maki, 2004) There are no written tests involved in the 4 lessons being studied. As such, evaluation must come in other forms such as observation of student work, class discussions and recitations, as well as discussion and debates with their peers. All these are used in assessing the students in each of the four lessons being analyzed. Analysis of Lesson Plans: Lesson Plan one focuses on the topic of methods of referral. This lesson will focus on performing a case study. The class will be segmented into groups based on varying learner levels. Each group will be given a different task related to the case study, so that each student achieves some learning as a course of attending the lesson. Three specific learner outcomes have been outlined, so that the instructor does not fall into the temptation to over-reach. To assess the level of learning that has been achieved, each student will be given an independent take-home task on a specific case study. At the end of the practical application of the lesson, it was found that the use of PowerPoint presentations was very effective, and this method will likely be repeated when the class is conducted for future students. Revisions to the plan would include a session on role-playing. Flow or continuity of topics was been carefully ensured. For example, the second lesson plan takes up where the first left off. The second lesson plan focuses on barriers to referral, and the lesson will outline barriers such as mobility problems and the risk of theft. The lesson includes an evaluation of the case study of Mike, a wheelchair user. Focus is also placed on generic barriers such as geographical and cultural disparities. Activities are conducted in the classroom to facilitate the understanding of such empirical and intangible barriers. The third lesson plan ensures that students are equipped not only to comprehend the topics in terms of theoretical knowledge, but also to outline various strategies that may be implemented to revise the existing concerns related to barriers and their associated problems. A practical, 'real-world' approach to study is encouraged, ensuring that knowledge does not remain at a hypothetical or theoretical level, but that it equips the learner to respond quickly and effectively to heath-care crises that may arise in a practical situation. The fourth lesson plan keeps the empirical aspects of the subject in mind, and enhances the learners' knowledge of postcode lottery to maximize their awareness of tangible concerns on the field. Grading is based on the assessment marking criteria that is to be used for the evaluation of the student's portfolio which he is to submit in order to complete the course. The reason for the use of such criteria even at this stage is to help students develop the skills and level of thinking that they would need in order to complete their portfolio. Analysis of Student Work In order to demonstrate how assessment is undertaken and how such assessment reflects the progress students have made from lesson one to lesson 4, the summary activity for module 3 will be analyzed. The work of two students, to be denoted by A and B, will be analyzed to determine how their work and the corresponding assessment given reflects the progress made. Question 1 follows the assessment objective AO1. Student A and B used different ways to explain their answers. Student A used the exact definition as it was stated in the lecture while Student B used his own words in defining the concept of referral. The answers of the two students are shown below: Student A: The ways that people gain access to care services. Student B: It is the manner by which one can avail of care services. Both students gave correct answers and both demonstrated the ability to identify explain concepts. From simple concepts and answers such as those, students were then required to conduct more analysis and thinking in the succeeding questions. In fact, as they answered more questions, they move from simply defining given concepts to the application of the principles they learned in certain situations. This was clearly demonstrated in Question 13 stated as: Hospitals need to cater for the different needs of their patients. What dietary factors need to be considered when providing meals for Jewish patients Student A received more marks than B because his answer was more detailed and provided the complete information that one needs when considering the dietary needs of Jewish people. His answer demonstrated his analysis and his ability to recognise the necessary information more than Student B. Lacking in the answer of student B is the necessary details regarding the dietary prohibitions of the Jewish people. Although he was able to state that their religion prohibits Jewish people from eating certain types of food, he did not go further to state what such foods are. Overall Evaluation and Recommendations The package analyzed was generally well structured. It was planned to enable students to progress in learning. This was evidenced by the assessment conducted particularly at the end of the module. However, there are certain aspects that must be considered to improve the package even more. Primarily this has to do with the including more activities that would expose students to the health and social care environment. Also, activities to promote work-related learning must be added especially since the subject in question is a vocational subject. These are the main considerations that have to be made. Other than those mentioned, the sequence of lessons has demonstrated effectiveness in promoting the necessary skills and understanding as well as furthering the progress in student learning. References Assessment Reform Group. (2002). Assessment for learning: Beyond the black box. Retrieved June 23, 2006 from: http://arg.educ.cam.ac.uk/AssessInsides.pdf. Assessment and Qualifications Alliance. (2006). General Certificate of Secondary Education: Health and Social Care 2006: Specification. Bosch, Nancy. (2001). "A Differentiated Classroom." Retrieved July 11, 2006, from http://www.adifferentplace.org/classroom.htm. Bush, G. W. (2002). "No Child Left Behind." Retrieved July 12, 2006, from http://www.ed.gov/nclb/overview/intro/presidentplan/proposal.pdf. Capel, S., Leask, M., & Turner, T. (2002). Learning to Teach Secondary School. 2nd ed. Routledge: London. Clare, John D. (2004). "Differentiation." Retrieved July 11, 2006, from http://www.greenfield.durham.sch.uk/differentiation.htm. Cooper, Terry. (2002). "Differentiating with Pears." Instructor, September 2002. Moore, R. (2004). Active Teaching and Learning Strategies: Creating a Blueprint for Success. Canada: Trafford Publishing. Ornstein, A. (1990). Strategies for effective teaching. New York: Harper Collins. Tomlinson, Carol Ann. (2002). "Different Learners, Different Lessons." Instructor, Sept 2002. Wormeli, Rick. (2005). "Busting Myths about Differentiated Instruction." Principal Leadership, March 2005. Appendix A: Lesson Plan 1 Trainee teacher School Date Lesson time Room Number of pupils Year group Ability level/set Pupils with SEN Differentiation To ensure that students with below average performance are able to take part in this lesson effectively, they will be grouped with students with good performances so they could learn from their fellow students Subject Health, Social Care, and Early Years Provision Topic Access to Services: Methods of Referral Prior knowledge Types of care services for the needs of each client group Resources/equipment Computer, LCD projector, Case Study (Jim and Mrs. Shah) Desired learning outcomes related to the National Curriculum Programme of Study, Attainment Targets, Key Skills (literacy, numeracy, ICT), study/social/personal skills: Learning outcome Pupils/students should be able to Know about the different methods of referral that exist. These are: Self-referral; Professional referral; Third-party referral How this will be assessed Ability to identify the correct referral method given a particular scenario (Case study) Time Teacher activities (identify opportunities for assessment) Pupil activities Reference to NC: PoS ATs LoA Lecture on the referral methods. Discussion of examples for each method PowerPoint Presentation to aid lecture and discussion Observe and assess how students communicate and work together. Assess ability of students to correctly identify appropriate method of referral Take down notes using the computer Participate in class discussion Completion of case study with a chosen partner. ICT skills: IT1.1 Communication: C.2.1a Working together: WO1.2 Communication: C1.1 LESSON EVALUATION To what extent were the learning outcomes achieved Evidence! The learning outcome for the lesson was achieved by majority of the class. Most of the students were able to correctly identify the appropriate method of referral in each of the two scenarios presented in the case study. If you were to deliver this lesson again (consider aspects such as resources, activities, pace, timing, assessment) : a) What would retain and why I would retain the use of the PowerPoint Presentation to aid the lecture because the presentation is a simple yet effective way to emphasize the important concepts that students need to remember about referrals. b) What would you change and why There is nothing that I would change. Instead, I would add another activity in order to increase student involvement. Aside from the case study, I would ask the pairs to do role playing to demonstrate a scenario in which a particular method of referral is being shown. This would be a fun, creative and effective way to assess the students' understanding of the topic. Targets for the pupils (whole class and individual): Targets for the teacher: Achieved: New: Appendix B: Lesson Plan 2 Trainee teacher School Date Lesson time Room Number of pupils Year group Ability level/set Pupils with SEN Differentiation To ensure that students with below average performance are able to take part in this lesson effectively, they will be grouped with students with good performances so they could learn from their fellow students Subject Health, Social Care, and Early Years Provision Topic Access to Services: Barriers to referral Prior knowledge Ways to gain access to care services: methods of referral Resources/equipment Handout: different types of barriers Case study: Mike 6 banners with the six types of barriers Desired learning outcomes related to the National Curriculum Programme of Study, Attainment Targets, Key Skills (literacy, numeracy, ICT), study/social/personal skills: Learning outcome Pupils/students should be able to Be able to identify barriers that might prevent people from making use of the services that they need including: Physical barriers; Psychological barriers; Financial barriers; Geographical barriers; Cultural and language barriers; Resource barriers. How this will be assessed Ability to identify the barrier present in a given circumstance. To be assessed by student's performance in the activity (game) and his completion of the case study. Time Teacher activities (identify opportunities for assessment) Pupil activities Reference to NC: PoS ATs LoA Observe and assess students as they work in pairs Discussion of spider diagram to explain different types of barriers and corresponding examples for each. Game: Place banners on walls to display different types of barriers. Read out loud scenarios and ask students to run to the banner that correctly identifies the barrier in the situation. Assess ability of students to correctly identify appropriate barrier. Check individual student work on their completion of the case study. Work in pairs to discuss what types of barriers may occur when clients access services Participate in class discussion Identify correct barrier Answer homework: Case Study (Mike) Working together: WO2.2 Communication: C1.1 Communication: C2.1a Improve Own learning Performance: LP2.2 Improve Own learning performance: LP2.2 LESSON EVALUATION To what extent were the learning outcomes achieved Evidence! The learning outcomes were achieved by most of the class with the exception of a few students. In the game, most students picked the correct barrier although some were noticeably merely following their peers. Also, the case study which the students answered as homework were correctly answered by majority of the class. If you were to deliver this lesson again (consider aspects such as resources, activities, pace, timing, assessment) : a) What would retain and why I would retain the use of the game because this was a good motivation for the students. Also, it adds more vividness and colour to the class and removed the redundancy of lectures and discussions. b) What would you change and why I would change the use of the case study as homework. Although the case study makes the students analyze and think critically, there are other situations all throughout the course wherein the case study is more effective. Instead, I will ask the students to visit their local area service provider and determine the possible barriers that hinder the providers from providing services to the clients. This will expose students to the health and social care environment which is a primary thrust of the GCSE in Health and Social Care. Targets for the pupils (whole class and individual): Targets for the teacher: Achieved: New: Appendix C: Lesson Plan 3 Trainee teacher School Date Lesson time Room Number of pupils Year group Ability level/set Pupils with SEN Differentiation After each activity, the instructor will check on students who did not perform so well in the previous activity. This is to ensure that their concerns are met and acted on before progressing further in the lesson. Subject Health, Social Care, and Early Years Provision Topic Access to Services: Ways to overcome barriers Prior knowledge The types of barriers that prevent people from gaining access to care services Resources/equipment Whiteboard Handout: Activity - (Emily) Activity - (Table) Activity - (sick babies) Activity - (NHS core principles) Desired learning outcomes related to the National Curriculum Programme of Study, Attainment Targets, Key Skills (literacy, numeracy, ICT), study/social/personal skills: Learning outcome Pupils/students should be able to Be able to identify ways in which services and the individuals they serve might overcome these barriers. How this will be assessed Ability to analyze given situations to identify the type of barrier present Ability to come up with the solution through which such barrier may be overcome. Time Teacher activities (identify opportunities for assessment) Pupil activities Reference to NC: PoS ATs LoA Observe and assess students as they work groups Discussion and distribution of handout. Ways of overcoming physical barriers PowerPoint presentation Observe and assess students as they work in groups in answering the given activities. In groups students to research and discuss the scenarios given and the ways in which they can be overcome. Participate in class discussion Record notes through the computer Work in groups to answers the following activity sheets: Activity - (Emily) Promotes knowledge of overcoming psychological barriers. Activity - (Table) Promotes knowledge of overcoming cultural and language barriers. Activity - (sick babies) Promotes knowledge of overcoming resource barriers. Activity - (NHS core principles) Promotes knowledge of overcoming resource barriers ICT:IT2.1 Working together:WO2.1 Communication:C1.1 Communication:C2.1a ICT: IT2.1 Communication: C2.1a ICT:IT1.1 Communication: C1.1 Application of numeracy (Sick baby activity) Working Together:WO2.3 Improve Own learning Performance: LP1.2 LESSON EVALUATION To what extent were the learning outcomes achieved Evidence! Most of the class were successful in coming up with different ways to overcome certain types of barriers. This was shown in the results of the activity sheets as well as in their participation in the class discussions. If you were to deliver this lesson again (consider aspects such as resources, activities, pace, timing, assessment) : a) What would retain and why I would retain the use of the activity sheets because these stimulate the students to think like health and social care workers. They are made to place themselves in the scenarios and see what they would do in the said situations. b) What would you change and why I will not change anything. The activities chosen for this lesson were well organized. Also, they were able to meet all the key skill requirements stated in the NC. Targets for the pupils (whole class and individual): Targets for the teacher: Achieved: New: Appendix D: Lesson Plan 4 Trainee teacher School Date Lesson time Room Number of pupils Year group Ability level/set Pupils with SEN Differentiation Instructor will spend more time with students with poor performances. This is to ensure that they are not left behind and are able to complete the lesson in question. Subject Health, Social Care, and Early Years Provision Topic Post Code Lottery Prior knowledge The types of barriers that prevent people from gaining access to care services; Ways to overcome such barriers Resources/equipment Activity: Postcode lottery Desired learning outcomes related to the National Curriculum Programme of Study, Attainment Targets, Key Skills (literacy, numeracy, ICT), study/social/personal skills: Learning outcome Pupils/students should be able to Understand that poor integration of services, rationing and the "postcode lottery" may affect availability of services in your local area. Recall and understand all the concepts taken up in Module 3. How this will be assessed Activity (Postcode lottery) Check you knowledge activity. Time Teacher activities (identify opportunities for assessment) Pupil activities Reference to NC: PoS ATs LoA Teacher-led discussion on issues e.g. closure of A&E and maternity departments, quotas on operations to affect availability of services. Observe and assess students' and their output as they go through the activity. Discussion and Summary of Module 3 Check "Check your Knowledge" activity sheets of students Participate in class discussion. Work in groups to answer the postcode lottery activity sheet. Participate in review discussions. Answer "Check your Knowledge" activity sheet Communication: C2.1a ICT: IT1.1 Communication:C1.1 Working Together:WO1.2 Communication: C2.1a LESSON EVALUATION To what extent were the learning outcomes achieved Evidence! Since Lesson 4 serves as the culmination of Module 3, the check your knowledge scores will serve as the best basis to judge if the learning outcomes not just for lesson 4 but for module 3 in general have been achieved. Judging from the fact that all students had passing scores, it would be suffice to say that the learning outcomes were achieved. If you were to deliver this lesson again (consider aspects such as resources, activities, pace, timing, assessment) : a) What would retain and why I would retain the review discussion. Since students have the tendency to overlook previous topics, a summary and review of what has been taken up will help students remember what needs to be remembered. b) What would you change and why I will not change anything. Targets for the pupils (whole class and individual): Targets for the teacher: Achieved: New: Read More